New report cards explained at School Committee meeting

DARTMOUTH — School Director of Title 1, Curriculum and Mentoring Tracy Oliveira explained how Standards Based Report Cards work to the Dartmouth School Committee at their Nov. 13 meeting.

"We are phasing the new reporting system over a two year period in grades three, four, and five. The new system represents a shift in thinking, looking towards a student's progress at the end of the year," Ms. Oliveira told the school board.

On traditional report cards, students receive one grade for each subject; on a standards-based report card, each of these subject areas is divided into a list of concepts and skills that students are responsible for learning. Students receive a separate mark for each standard.

"Standards define what all students are expected to know, and be able to complete at the end of each grade level, and are identified in the Massachusetts Curriculum Frameworks," remarked Ms. Oliveira.

The marks on a standards-based report card are different from traditional letter grades. "The new reporting will provide parents with a better understanding of their child's strengths and weaknesses," the director explained.

One of the biggest adjustments for students and parents is that the standards-based report card looks at end-of-the-year goals instead of periodic progress, and the system is organized by trimesters. Students have multiple opportunities for success under the new system, Ms. Oliveira added.

Report cards will be given out on Dec. 3, March 18, and the last day of school.

This means that in the first grading period, instead of getting A's for trying hard and doing well on tests, a student will receive an "ES" which means they have Exceeded the Standard. The six-letter standards include an "MS" for Meeting Standards, a "PS" for Progressing toward Standards, a "BS" meaning Beginning demonstration of Standard, and "DS" for Does not meet Standard. N/A means not assessed at the time.

Kindergarten students have already received the new report cards. Grades six to eight will make the transition to standard based report cards in 2014-15.

Ms. Oliveira suggested parents could ask their student three questions daily: "What are you learning? Are you doing good work, and how do you know? and why is it important to do good work?"

School Committee member Greg Jones said he had attended a parent information meeting that explained the new report card system. "One of the most common concerns and questions was 'How do I explain to my child who used to get an A what it means now to receive an ES," he said.

Ms. Oliveira agreed it can be disconcerting to parents and students used to seeing all As or Bs. For example, "exceeds standard" is not necessarily the equivalent of an A on a traditional report card.

Those As would be the equivalent of "meets standard" on a standards-based report card; the student is doing what they should be doing, but not necessarily more, she explained.

Middle School Principal Darren Doane gave a presentation about the three Rs: Rigor, Relevance and Relationships. "Assistant Principals Peter Rossi and Carl Robidoux are part of our administrative team. When aligning with the three Rs, the most fragile component is the relationship piece. Student to student, and parent to parent," he advised.

The team encourages students to be successful through the Instructional Core, the Cultural Core, and the Resource Core. "The Instructional Core looks at higher level thinking and homework strategies that connect through the workshop model, while students connect with subject matter," he said. A key strategy is to increase literacy by having students really looking at the text, he explained.

As part of the Instructional Core, teachers are looking at student's work and coming together to discuss the student's work. "Effective feedback is essential especially in English Language Arts," Mr. Doane remarked.

Assistant Principal Rossi spoke about the importance of the Cultural Core, with respect, accountability, responsibility and esteem (R.A.R.E.) as core values. "We have a responsibility, esteem banner hanging in the lobby, which really explains what we are," he stated.

The administrative team utilizes positive behavioral instruction and team-building skills to promote success. "We have applied for Junior National Honor Society status; this will acknowledge those students who have been working hard. This has a community service component," noted Mr. Doane.

Seventy-seven students fall in the largest discipline area, repeated minor offenses. "As part of a new initiative, in the morning the students are greeted by a teacher for 'check in, check out' program," Mr. Rossi reported. During the week before Thanksgiving, an anti-bullying program is planned, he added.

Concerning the Resource Core, Mr. Doane talked about staffing, furniture, and educational materials. "We need a director of technology. One of our computer labs is not working. Two cafeteria tables broke, and the price of furniture has gone way up," he advised.

Mr. Doane said while he appreciated the new lockers, the building was still an old high school and there are concerns with the building that need to be meet.

School Committee member Dr. Jonathan Schwartz said that one of his pet hopes is that all students participate in community service, not just Honor Society members. "We should not link academics with community service," he suggested.

Mr. Doane advised that students do community service during after-school programs. "One program visits seniors in nursing homes. Any students can sign up for the program," he added.

Vice Chairperson Megan Monteiro and Mr. Jones attended the Potter Community Development group meeting. The group is investigating multi-purpose uses for the site, and will be meeting again in January.